Neuroteach

Brain Science and the Future of Education

Glenn Whitman and Ian Kelleher

Teachers are brain changers. Thus it would seem obvious that an understanding of the brain – the organ of learning – would be critical to a teacher’s readiness to work with students. Unfortunately, in traditional public, public-charter, private, parochial, and home schools across the country, most teachers lack an understanding of how the brain receives, filters, consolidates, and applies learning for both the short and long term. Neuroteach was therefore written to help solve the problem teachers and school leaders have in knowing how to bring the growing body of educational neuroscience research into the design of their schools, classrooms, and work with each individual student. It is our hope, that Neuroteach will help ensure that one day, every student –regardless of zip code or school type—will learn and develop with the guidance of a teacher who knows the research behind how his or her brain works and learns.

Glenn Whitman directs the Center for Transformative Teaching and Learning at St. Andrew's Episcopal School where he also serves as the Dean of Studies for grades Preschool through 12th grade and teaches history. Glenn is a former Martin Institute for Teaching Excellence Fellow and author of Dialogue with the Past: Engaging Students and Meeting Standards through Oral History as well as co-editor of Think Differently and Deeply, the national publication of the CTTL. Glenn has also written numerous articles on translating MBE research into classroom practice such as, “Assessment and the Learning Brain” that can be found in Independent School magazine. He is also a blogger for Edutopia. Glenn earned his MALS from Dartmouth College and a BA from Dickinson College.

Dr. Ian Kelleher earned his bachelor of science degree in geochemistry from the University of Manchester and his PhD from the University of Cambridge, Churchill College. He is the head of Research for Center for Transformative Teaching and Learning, where he focuses on the development of projects measuring the effectiveness of research-informed strategies used by St. Andrew’s teachers and students.

Table of Contents

DedicationAcknowledgmentsIntroductionChapter I: Educational Neuroscience for AllChapter II: A Formative AssessmentChapter III: The Top Twelve Research Informed Strategies Every Teacher Should Be DoingWith Every StudentChapter IV: How Much Do We Need to Know About the Brain?Chapter V: A Mindset for the Future of Teaching and LearningChapter VI: “My Best (Research Informed) Class Ever”Chapter VII: “I Love Your Amygdala!” Chapter VIII: Memory + Attention + Engagement = LearningChapter IX: Assessment 360°Chapter X: Homework, Sleep, and the Learning BrainChapter XI: Technology and a Student’s Second BrainChapter XII: Teachers Are ResearchersChapter XIII: From Research to Practice: A Mind, Brain, and Education Science Professional Growth Framework for You and Your SchoolConclusion: What’s Next – The 10% ChallengeAppendix I: Readings, Research, and ResourcesAppendix II: Self-Reflection Tool: A Personal MBE Science Research-Informed Strategies ChecklistAbout the AuthorsIndexJoin the Neuroteach Network

Neuroteach provides practical guidance about using theoretically sound research-based principles in the design of schools, classrooms, and work with individual students. — Judy Willis, M.D., (@judywillis), Research Strategies to Ignite Student Learning: Insights from a Neurologist and Classroom Teacher

While highlighting classroom teachers as the experts on learning, Kelleher and Whitman underscore the importance of utilizing the strongest evidence in mind, brain and education science to inform one’s practice.— Vanessa Rodriguez, (@teachingbrain), teacher, researcher and author of The Teaching Brain: An Evolutionary Trait at the Heart of Education

To my knowledge there is no school in America, and no two educators more completely qualified and effective at translating the remarkable impacts of neuroscience down from the 30,000 foot level to 'what can we do in class tomorrow.' — Grant Lichtman, (@GrantLichtman), author of #EdJourney: A Roadmap to the Future of Education

Neuroteach combines important lessons from both cognitive psychology and neuroscience to draw useful, practical conclusions that will clarify not just what teachers should do in the classroom, but better understand the complexities of the science of learning. — David Didau, (@LearningSpy), author of What if Everything You Knew About Education Was Wrong? and The Secret of Literacy

This level of respect for the process of teaching and learning is sustained throughout the guide, providing its distinct voice and strengthening the authors’ call to incorporate neuroscience with pedagogy.— Mariale Hardiman, (@MarialeHardiman), co-founder and director of the Johns Hopkins University School of Education’s Neuro-Education Initiative and author of The Brain-Targeted Teaching Model for 21st Century Schools

Neuroteach

Brain Science and the Future of Education

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Summary

Summary

Teachers are brain changers. Thus it would seem obvious that an understanding of the brain – the organ of learning – would be critical to a teacher’s readiness to work with students. Unfortunately, in traditional public, public-charter, private, parochial, and home schools across the country, most teachers lack an understanding of how the brain receives, filters, consolidates, and applies learning for both the short and long term. Neuroteach was therefore written to help solve the problem teachers and school leaders have in knowing how to bring the growing body of educational neuroscience research into the design of their schools, classrooms, and work with each individual student. It is our hope, that Neuroteach will help ensure that one day, every student –regardless of zip code or school type—will learn and develop with the guidance of a teacher who knows the research behind how his or her brain works and learns.

Glenn Whitman directs the Center for Transformative Teaching and Learning at St. Andrew's Episcopal School where he also serves as the Dean of Studies for grades Preschool through 12th grade and teaches history. Glenn is a former Martin Institute for Teaching Excellence Fellow and author of Dialogue with the Past: Engaging Students and Meeting Standards through Oral History as well as co-editor of Think Differently and Deeply, the national publication of the CTTL. Glenn has also written numerous articles on translating MBE research into classroom practice such as, “Assessment and the Learning Brain” that can be found in Independent School magazine. He is also a blogger for Edutopia. Glenn earned his MALS from Dartmouth College and a BA from Dickinson College.

Dr. Ian Kelleher earned his bachelor of science degree in geochemistry from the University of Manchester and his PhD from the University of Cambridge, Churchill College. He is the head of Research for Center for Transformative Teaching and Learning, where he focuses on the development of projects measuring the effectiveness of research-informed strategies used by St. Andrew’s teachers and students.

Table of Contents

Table of Contents

Table of Contents

DedicationAcknowledgmentsIntroductionChapter I: Educational Neuroscience for AllChapter II: A Formative AssessmentChapter III: The Top Twelve Research Informed Strategies Every Teacher Should Be DoingWith Every StudentChapter IV: How Much Do We Need to Know About the Brain?Chapter V: A Mindset for the Future of Teaching and LearningChapter VI: “My Best (Research Informed) Class Ever”Chapter VII: “I Love Your Amygdala!” Chapter VIII: Memory + Attention + Engagement = LearningChapter IX: Assessment 360°Chapter X: Homework, Sleep, and the Learning BrainChapter XI: Technology and a Student’s Second BrainChapter XII: Teachers Are ResearchersChapter XIII: From Research to Practice: A Mind, Brain, and Education Science Professional Growth Framework for You and Your SchoolConclusion: What’s Next – The 10% ChallengeAppendix I: Readings, Research, and ResourcesAppendix II: Self-Reflection Tool: A Personal MBE Science Research-Informed Strategies ChecklistAbout the AuthorsIndexJoin the Neuroteach Network

Reviews

Reviews

Neuroteach provides practical guidance about using theoretically sound research-based principles in the design of schools, classrooms, and work with individual students. — Judy Willis, M.D., (@judywillis), Research Strategies to Ignite Student Learning: Insights from a Neurologist and Classroom Teacher

While highlighting classroom teachers as the experts on learning, Kelleher and Whitman underscore the importance of utilizing the strongest evidence in mind, brain and education science to inform one’s practice.— Vanessa Rodriguez, (@teachingbrain), teacher, researcher and author of The Teaching Brain: An Evolutionary Trait at the Heart of Education

To my knowledge there is no school in America, and no two educators more completely qualified and effective at translating the remarkable impacts of neuroscience down from the 30,000 foot level to 'what can we do in class tomorrow.' — Grant Lichtman, (@GrantLichtman), author of #EdJourney: A Roadmap to the Future of Education

Neuroteach combines important lessons from both cognitive psychology and neuroscience to draw useful, practical conclusions that will clarify not just what teachers should do in the classroom, but better understand the complexities of the science of learning. — David Didau, (@LearningSpy), author of What if Everything You Knew About Education Was Wrong? and The Secret of Literacy

This level of respect for the process of teaching and learning is sustained throughout the guide, providing its distinct voice and strengthening the authors’ call to incorporate neuroscience with pedagogy.— Mariale Hardiman, (@MarialeHardiman), co-founder and director of the Johns Hopkins University School of Education’s Neuro-Education Initiative and author of The Brain-Targeted Teaching Model for 21st Century Schools